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Invisibility And In/Di/Visuality: The Relevance Of Art Education In Curriculum Theorizing, James Haywood Rolling

Teaching and Leadership - All Scholarship

This article investigates how representation attaches meaning to bodies, how certain bodies are categorically misrepresented and masked from normativity, and proposes a curriculum theory affording the agency of the misrepresented to demask invisibility. Brief historical narratives of three kinds of invisibility are presented as they are manifested in educational practice and visual culture—masking those deemed to occupy lesser physical bodies, lesser bodies of knowledge, and bodies lesser-than-normal. The author argues the relevance of art education as a transformative pedagogical practice that can inform and promote social significance, or what the author terms as in/di/visuality, the agency to reinterpret misrepresented physical …